The aims is to cover a wide range of information technology that is used by a medical physicist in a clinical setting. The module aims to cover a range of tools including the use of computer software in spreadsheets, flat-file and structured databases and mathematical modelling in medical physics. Software coding and coding management principals are also covered. There will also be sessions aimed at giving the students information covering the role of the medicine and healthcare products regulatory agency (MHRA), the food and drugs administration (FDA) and the international electrotechnical commission (IEC) in medical devices with software. The module aims to give the students information on governance, including NHS security policies. Another aim is to introduce the students to the concepts of common standards for data exchange, eg Digital imaging and communications in medicine (DICOM) and healthcare Level 7 (HL7).

(LO1) Knowledge of the use of range of general purpose computer software in common use including spreadsheets, flat-file and structured databases, online reference and collaborative resources

(LO2) An understanding that computing applied clinically involves additional safeguards when 'the computer acts as a clinical device' including an understanding of the role of MHRA, FDA and IEC (CE Marking)

(LO3) An introduction to the concept of the software lifecycle and the tools and frameworks used to specify, develop, validate and verify clinical software

(LO4) Understand of the basic principles relating to ICT security including firewalls, virus protection, encryption, server access and data security. An understanding of Information Governance, including NHS security policies

(LO5) Understand the networking systems in common clinical use and be aware of the relevant local Trust IT policies Understand the basic principles of applicable legislation and of local policies including the Data Protection Act, Computer Misuse Act and Freedom of Information Act

(LO6) Understand the need for data exchange standards and be aware of some of the common standards, e.g. DICOM and HL7

(S1) IT skills

Spreadsheets, databases, reference resources Patient management systems computers and the Medical Device Directive ICT security - firewalls, virus protection, encryption, server access and data security An understanding of Information Governance, including NHS security policies including the Data Protection Act, Computer Misuse Act and Freedom of Information Act. Data exchange standards - DICOM and HL7 Networking systems Software coding and coding management real time system programming embedded system programming and development web programming artificial intelligence and expert systems: Application in medicine there is a formative class test at the ned of the module. There is a computer-based session using software tools including MatLab. This is then used for the assignment.

Teaching Method 1 - Lecture
Description: A series of one hour lectures
Attendance Recorded: Not yet decided
Notes: Medical Physicists working in the NHS cover the IT tools and principles they use as part of their role

Teaching Method 2 - Tutorial
Description: Problem solving and revision
Attendance Recorded: No
Notes: Students can get help solving problems, see model answers to problems and ask any questions. A tutorial session is also used to help students prepare for the assignment. discussion forums are made available on Canvas to encourage ongoing engagement outside of the formal tutorial sessions.

Teaching Method 3 - Laboratory Work
Description: Use of computer software tools
Attendance Recorded: Yes
Notes: Students get hands on experience of using software tool that are typically used in the NHS including MatLab that is them used in the assignment

The module will be delivered remotely in 2021. Asynchronous learning material s (notes/videos/exercises etc) will be made available to students through the VLE. The module will have regular synchronous sessions in active learning mode.
We are planning no changes to module content compared to previous years, and expect students to spend a similar amount of time-on-task compared to previous years. These changes will mainly constitute a rebalancing of hours from scheduled directed learning hours to unscheduled directed learning hours as students will have some flexibility as to when they access asynchronous materials.